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HOW TEACHERS 

MAY USE FARMERS' BULLETIN 1044 

THE CITY HOME GARDEN 



ALVIN DILLE 

Assistant in Agricultural Education 




UNITED STATES DEPARTPvIENT OF AGRICULTURB 
DEPARTMENT CIRCULAR 33 



Contribution from the States Relations Service 
(Agricultural Instruction) 
A. C. TRUE, Director 



Washington, D. C. June, 1919 



WA5HIN0T0M : GOVZRNMeNT FRINTINQ OFFICE t ItlS 



Konogrc!^''/, 



• 1 7 1933 

. V< U0CUMEMT8 



•a 



SB5\ 



F THE TEACHING OF AGRICULTURE and re- 
lated subjects is to have any permanent effect 
upon community life and practice it must have a 
vital connection with the dailj^ experiences of the 
pupils and must utilize the latest and best informa- 
tion available. The teacher must so organize the 
available subject matter that it will touch closely 
the pupil's life and experiences. 

In order to give the teacher some material assist- 
ance along these lines, leaflets such as this, indicating 
how teachers may make use of information con- 
tained in publications of the United States Depart- 
ment of Agriculture, have been prepared with the 
hope that they may help to improve instruction in 
agriculture and kindred subjects in the schools and 
directly connect it with community interests. 

The leaflets are designed especially for teachers in 
elementary schools, but in many cases would no 
doubt be suggestive and helpful to teachers in sec- 
ondary schools and in urban as well as rural schools, 
depending upon the subject matter and the interests 
of the community served by the schools. 



115602°— 10 



HOW TEACHERS MAY USE FARMERS' BULLETIN 1044, 
THE CITY HOME GARDEN. 



Range of use. — For the graded schools in cities and large towns 
throughout the country. 

Relation to the cowrse of study. — This bulletin will be found useful 
in classes in economic nature study, in elementary agriculture, and 
school and home garden classes. Correlations with other school sub- 
jects will be found abundant. 

Illustrative mateHal. — Clip pictures of vegetables and garden 
fruits from seed catalogues and mount for class use. Construct plans 
or charts of gardens. Secure specimens of seeds, fertilizer material, 
etc. (See Farmers' Bulletins 586 and 606.) Pictures of good meth- 
ods of gardening and garden practice may be found in farm papers. 
Collect and mount garden insect pests, together with evidences of 
damage done to plants. Pictures or specimens of diseased plants. 
Spraying charts and calendars. Plans for seed boxes, cold frames, 
and hotbeds. Smaller garden tools, seed flats, spraying apparatus, 
and spray materials. Charts showing uses and food values of vege- 
tables. Lantern slides showing garden practice and illustrations of 
successful gardens. 

Suggestions concerning the use of this bulletin. — The teacher 
should cooperate with the organized forces in gardening, such as club 
leaders, garden associations, and other organizations, and thus be 
able to secure from these the supervision necessary for the success 
of this work. In the absence of an organization, the teacher should 
seek the assistance of a competent committee, selected from the par- 
ents of the children, and ask for advice where needed and an occa- 
sional inspection of these home gardens. 

The chief aim of school instruction in gardening should be to load 
pupils directly into home-garden practice, either with gardens of 
their own or by assisting in the home gardens. The instruction in 
school should center about the home-garden practice in which the 
pupils will take part, and a greater part of the information acquired 
should function directly in the success of the home garden. The 
school supervised home garden is becoming more and more an im- 
portant feature in school work. Since most of the harvesting, mar- 
keting, and canning (except for late varieties) comes during the 
summer, supervisors are necessary. A teacher who is competent 
makes the best supervisor, and should receive pay for this super- 

6 



6 Department Circular 33, U. S. Dept. of Agriculture. 

vision. "Cooperation" and "organization" should be the watch- 
words of any school directed home-garden movement. 

Class exercises. — I. Problems of the city garden: Advantages of 
the city garden (p. 3). 

II. Types of city gardens : Back-yard, vacant lot, and community 
gardens. What are the advantages of each (p. 4) ? 

III. Location of the garden: Surroundings; sunshine; type of 
soil; proximity of trees; general characteristics, level and south or 
southeast slope, good drainage, and a deep,loamy soil (pp. 4-7). 

IV. Preparation of the soil: Removal of trash, plowing or spad- 
ing, time for plowing, use of ashes, liming the soil, use of manure and 
commercial fertilizers (pp. 7-11). 

V. Tools: Simple equipment. What tools essential (p. 11). 

VI. Seeds : Best quality and type, storage. Varieties depend upon 
local conditions (p. 11). (For suitable local varieties consult super- 
visor and extension department of the State college of agriculture.) 

VII. Starting early plants : Advantages ; plants that may be profit- 
ably started early; starting boxes, how prepared; attention after 
planting; hotbeds and cold frames; hardening before transplanting 
(pp. 11-15). 

VIII. Planting chart and zones: Consult tables for the planting 
dates for your locality (pp. 15-19). 

IX. General care of the garden: Close attention and contact im- 
portant, holding moisture, watering, diseases and insect pests (pp. 
19-21). 

X. Crops for the city home garden: Beans, root crops, tomatoes, 
peppers, eggplant, okra, onions, the cabbage group, salad plants, 
plants requiring considerable space, the vine group (pp. 21-39). 
(Note directions for planting, care, and cultivation of each group.) 

Practical exercises. — The object of the class exercises in gardening 
should be to help the pupil to obtain information which will assist 
him in his garden project that he should carry on at home. A brief 
preliminary survey of the gardens of last year and the available 
garden space will be found profitable. A map might be drawn of 
the territory served by the school and the gardens and garden spaces 
located on this map. Each pupil may arrange, with the assistance 
of his parents, his available garden space and make a diagram of 
the plat showing size, location, and surroundings. The type of soil 
and previous crops raised may also be considered. Determine the 
aim of the garden whether for home use, the market, or for canning. 
Seed catalogues should be procured and consulted. Consult the 
local seed dealers for desirable local varieties. Determine the kind 
and amount of seeds that are to be planted, and then have each pupil 
write up the order. Make seed tests for vitality and purity. Con- 
struct some seed flats and start some plants at school. Use a hotbed, 



How Teachers May Use Farmers' Bulletin lOH. 7 

if possible, and if the school should use a vacant-lot garden, both 
a hotbed and a cold frame are desirable. Consult pupils about 
available tools and suggest other desirable equipment. Have the 
pupils prepare a garden chart showing planting scheme. Consult 
the tables and maps for planting in the open, and note any excep- 
tional local factors whicli may modifj^ the general information. 
Study carefully the planting and cultivation suggestions given in 
the bulletin. Visit the gardens with the supervisor, and see that 
each garden is cultivated thoroughly. Have each garden process 
demonstrated and practiced many times. Keep a close watch for 
insect pests and diseases. Study the best control methods. Demon- 
strate the preparation and use of sprays. Take field trips to observe 
the work of successful gardeners or any garden project which can 
teach a definite lesson. When should each vegetable be harvested? 
How is it best prepared for the table? If the surplus is to be sold 
study the best ways of preparing for the market. Visit a local 
market and note how the vegetables are prepared for sale. If the 
surplus is to be saved for winter use discuss methods of storing, 
drying, and canning. Give practical demonstration whenever pos- 
sible. (Consult the teacher of home economics or ask the extension 
service of the State college of agriculture for assistance along this 
surplus is to be saved for winter use, discuss methods of storing, 
the different vegetables. What cooperation may be arranged for 
marketing, for exchanging, for canning, and for drying? 

Correlations. — Pupils should be required to keep accurate accounts 
of their project, including costs, time, materials, vegetables used, pre- 
served, and sold. In the arithmetic class these accounts should be 
put into correct form and balanced. Other problems showing profit 
or loss in the project will be suggested. In language, have reports 
on the projects written. Require pupils to use, spell, and pronounce 
all names correctly. 

In geography, locate on the map the sources of the fruits and vege- 
tables sold on the markets ; also the source of the canned fruits and 
vegetables. Locate also the markets for any vegetables or fruits 
which may be shipped out of the district. 

Nature study: The germination and growth of seeds, growth 
of plants, and the study of the parts of the plant will provide mate- 
rials for nature study. The study of related groups of plants, such 
as the cabbage group, the vine group, are of interest and of practical 
value. The influence of weeds upon the growth of vegetables and 
the study of insect pests also suggest excellent material. In the 
manual training classes, the pupils should make all seed boxes, flats, 
markers, and other garden equipment. If a hotbed or a cold frame 
is to be made at school or at home, have the pupils draw plans and 
construct these under proper supervision. Stakes and trellises will 



LIBRARY OF CONGRESS 



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020 948 466 3 

Department Circular 33, U. S. Dept. of Agriculture. 



be needed, and pupils who plan to market their products will need 
boxes and crates. 

The survey. — With the cooperation of the supervisor and pupils 
a garden survey may be made showinjf the number of gardens; size 
of garden; varieties grown and quantit}'^ of each; use made of vege- 
tables, especially the surplus ; labor, amount and by whom ; estimated 
value of food to be furnished to the home; surplus wasted; amount 
canned or dried, and estimated value ; garden pests noticed ; and other 
data which may seem desirable. Tabulate such results as lend them- 
selves to tabulation. Chart forms are suggested to be modified to 
meet local conditions. 

Materials and assistance. — Send to Agricultural Instruction, States 
Relations Service, U. S. Department of Agriculture, Washington, 
D. C, for list of garden bulletins, lantern slides on gardening, and 
for assistance in solving problems in teaching gardening. Ask for 
Farmers' Bulletins 586 and 606 for directions for arranging and 
collecting useful illustrative materials. 

In most cases the State college of agriculture can furnish bulletins 
on gardening. Refer your problems in gardening or supervision to 
the local club leader or to the State college of agriculture, and if 
desired to the U. S. Department of Agriculture. Seed houses and 
manufacturers of garden tools furnish helpful material. 

General garden survey. 





Garden 
area. 


Cost. 


Income. 


Income 

per 
person. 


Work 
done 
by- 


Number 


Family. 


Material. 


Labor. 


Home 
use. 


Sold. 


of 

varieties. 


Mr. A 


















Mr. B 


















Etc 





































Form to shoto range of garden. 
[Check with quantity or area.] 



Family. 


Beans, 
snap. 


Beans, 
bush 
lima. 


Beans, 
pole 
lima. 


Early 
beets. 


Late 
beets. 


Early 
cab- 
bage. 


Late 
cab- 
bage. 


Toma- 
toes. 


Onions. 


Peas. 


Etc. 



































































































o 



1 IBRf^RY OF CONGRESS 

illli 

020 948 466 3 



